The process of defining graduate attributes

I am aware others are grappling with how to define graduate attributes, so I thought it helpful to share the approach that we took. As part of a whole university curriculum review, and a strategy review, we set about trying to identify what it was that the curriculum should achieve. Essentially we asked, what was our goal?  Unless we know this any curriculum initiatives would be tinkering. So we asked a very fundamental question, what should a Harper graduate be? This goes beyond simply asking what they should be able to do, and incorporates a sense of self that is needed to deal with a fast changing external environment and this is needed to be resilient for the future. This idea is underpinned by Ron Barnett’s work on working in super complexity. It’s a huge question but one that we answered, I think, in a creative way.

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Resources from the ‘build a graduate’ workshop

We gathered as many staff as were able to attend to join a room with huge pieces of card printed with a giant graduate. In course teams staff were then asked to build a graduate in their discipline. Using the card as a focus for thinking, prioritising, debate and discussion each team built their own graduate. Of course this informed course level thinking before more detailed discussions got underway about course content. Using post it notes to stick on to the graduate allowed rearrangement, re-prioritisation and change as the group discussions evolved. The views in the room were not formed in isolation since colleagues were involved in both student and industry engagement.

 

After each team had spent several hours identifying what they graduate would look like in a perfect world, we collated all of the words used by all of the teams. These were then collated and put in to a word cloud creator. The commonality in the lists showed itself as the larger words were repeated across different course areas. After some sorting and filtering it became clear that we did have a collective and common vision of what the graduates of the future should be. This exercise became the foundation of the new graduate attributes. The build a graduate exercise was also undertaken by course teams with students and industry contacts. The word cloud produced is shown below.

The word cloud gave students and staff a visual connection to the exercise that we had taken, and a constant reminder that the definition of ‘our’ graduateness was a collective exercise.

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A first workshop output on defining graduateness

 

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The final version of the graduate attributes 

 

The headline attributes helped to ground the Learning and Teaching Strategy; they provided clear direction as to what our activity should be pointing to. It provided one of the key cascading ideas for strategy and operational policy.

 

For the curriculum aspects, once we have the broad terms for what a graduate should be, we interpreted each attribute, skill area of understanding for each level of study. This involves some word-smithery and some external scoping to see how others level their outcomes, but it also required an eye on the future.  We ended up with was a breakdown of each of the graduate attributes, and a description of what should be achieved each level in this area. A snapshot of the attributes are offered below.

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It’s one thing articulating the graduate attributes and specifying them for each level, it is quite another to deploy them as the beating heart of the real curriculum. The first thing that we did was ask course teams to develop programmes that addressed each area at the correct level. Course level engagement forced deeper conversations about ‘what does digital literacy mean in our context?’ ‘where are the opportunities for global perspectives?’ and this sparked the attributes into life. Each programme then mapped where the attributes were met, but this one way mapping was deemed insufficient, as once it is complete it can, in reality, be committed to a top drawer and dismissed as a paper exercise. So we went a step further and requested that modules were individually mapped against the graduate outcomes. This makes it much clearer to students and staff, what skills the module should address. Through validation and scrutiny each module was checked to ensure it really was enabling the development of these attributes, through its content, pedagogy, assessment or independent activities. The next step is to get student to actually consider their progress against the graduate outcomes in a meaningful, rather than tick-boxy way. I’m sure others have taken different approaches to developing graduate attributes, but this sought to be pragmatic and inclusive.